優質全方位學習工作坊系列……
學會怎樣學習
導向性學習
有價值和愉
快的經歷
多官能學習
暢態的經歷
協作學習
擁有感
推行活動的策劃表
計畫與籌備
• 檢視每一階段的分界點
活動前解說
階段 1
預備
活動過程
階段 2
行動
活動後解說
階段 3
階段 4
總結
階段 5
跟進
總結篇
行動篇
http://www.emb.gov.hk/cd/lwl/
預備篇
「解說」：促進反思的過程
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• 反思的三個層面
– 認知層面
• 所學到的新知識與技能
– 情意層面
1
– 過程層面
• 推行過程的細節及順暢程度
2
4
• 過程上的感受、體驗和產生的情緒變化
關係的建立、互信為基石
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• 選擇合適的時間
• 「解說」不宜在開始的階段進行
• 營造開放和信任的氣氛
1
• 強調保密原則，不會隨意公開別人的分享
• 意見與感受是沒有對錯之分
• 耐心聆聽的態度
• 容許有選擇發言與否的權利
• 留意語言與非語言的信息
2
4
欣賞與鼓勵
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• 你睇我好、我睇你好
• 強調優點，培養互相欣賞的文化
• 寫出一個優點，或一句讚美的說話
– 為何你會覺得同學有這個優點？
– 是什麼事令你對同學有這份讚賞？
– 你覺得剛才被人稱讚的感覺怎樣？
（可預先印備一些讚美的語句）
1
2
4
「解說」的原則
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•
•
•
•
•
•
•
目標清晰
良好的互信關係
必須參與
彈性方法
欣賞與鼓勵
持續進行
足夠的時間與空間
1
2
4
Reflection Strategies
• The 4Fs (Active Reviewing Cycle, Roger
Greenway)
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• 三面鏡反思法 (香港青年協會)
1
• CEC (Thinking routine, Project Zero:
Harvard University)
2
4
• A cycle of meta-learning (Chris Watkins,
2000)
Learning experiences Vs Time
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Good experiences
1
2
4
Time
Not so good
experiences
４‘F’s 反思法
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• Facts 事實(經驗回顧)
– Experience
• Feelings 感受(分享感受)
– Reflection
• Findings 發現(學習檢視)
– Generalization
• Future 將來(前瞻探索)
– Application
1
2
4
三面鏡反思法
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• 鏡 (Mirror)
經驗回顧
– 過程中，有那些特別的經歷、趣聞或困難？
• 放大鏡 (Microscope)
深入探究
1
2
– 這些感受或體會為何出現？其他人有沒有相同
的感處受？
– 這種經歷是怎樣出現？其他人是否有相同的經
歷？你當時有什麼反應或處理方法？為什麼這
樣處理？有值得學習的地方嗎？
4
三面鏡反思法
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• 望遠鏡 (Binoculars) 經驗轉化
– 這些學習／體會與你日常生活有那些相似的也方？
– 對你有什麼影響？將來可以應用出來嗎？
– 若有下一次機會，你會如何改善？
1
2
4
CEC thinking routine
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• Connect
How are the ideas and information presented
CONNECTED to what you already knew?
• Extend
1
2
What new ideas did you get that EXTENDED or pushed
your thinking in new directions?
• Challenge
4
What is still CHALLENGING or confusing for you to get
your mind around? What questions, wonderings or puzzles
do you now have?
處境：參觀完博物館後，同學告訴你，他什麼也學不到。
A cycle of Meta-learning
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•
•
•
•
•
Purposes – for learning (WHY)
Strategies – you were using (HOW DO)
Effects – of your learning (WHAT RESULT)
Feelings – while you were learning (HOW FEEL)
Context – of your learning (WHEN, WHO WITH,
WHERE)
How about their combination?
1
2
4
A cycle of Meta-learning
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• Purposes: What purposes did you have in
mind?
–
–
–
–
–
To ‘meet requirement’?
To beat others?
To get through?
Out of interest?
To please others?
1
2
4
A cycle of Meta-learning
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• Strategy: How did you set about it (the learning)?
– What did you do?
– Did you alter as you went?
– What strategies did you not use?
1
• Effects: Did your results fulfill your purpose?
2
4
– What helped/hindered in the learning?
– What went well/not well? Did you meet any blocks?
– How did it progress over time? Thinking, feeling,
strategy….
A cycle of Meta-learning
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• Feelings: What did you enjoy/not enjoy in the
learning?
– What risks did you take?
– What surprises did you have?
• Context: Did you work with others?
1
2
4
– What influences on your learning did you notice?
– What interactions with other people did you notice, find
helpful / unhelpful?
處境：同學完成了一次經歷整整兩個月的專題研習。
Activities for debriefing
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• 透過講 (Telling)
– 舉行正式或非正式的小組討論/分享
– 邀請學生於家長日/學校開放日/典禮中公開分享經
歷和感受
• 透過寫 (Writing)
–
–
–
–
撰寫日誌/日記/網誌(Blog)
工作紙
於校刊/報中投稿
撰寫感謝信/意見書/改善計劃書
1
2
4
Activities for debriefing
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• 透過做 (Doing)
– 製作攤位或展板展示學習成果
– 製作一幅大壁畫或砌圖
– 排演一套有關活動的話劇/廣播劇
• 透過閱讀 (Reading)
1
2
4
– 閱讀關於是次活動的資料或刊物
– 搜集更多有關資料
Learning Log
• Why – your purpose in learning: e.g. what is
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important to me in this work and why?
• How – your strategy in learning: e.g. which way did I
go about this task?
1
2
• Results – effects you noticed: e.g. what helped me in
this learning and what got in the way?
4
• Feelings involved in the learning: e.g. how did I feel
when I started the task and how did that influence what I
did?
• Context issues: e.g. how did I work with the group on a
task? What resources were useful? Did I influence the
context?
Learning Log
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To reflect on:
• a particular lesson or task
• connections between different activities or lessons
• your reactions to something you read
• important incidents in your learning
• any blocks you come across in your learning
• what you are learning about your approaches to
learning
• what you are learning about the changes you make
and the risks you take
1
2
4
Critical Thinking (SOLVED Model)
Convergent Thinking
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•
•
•
•
•
•
S: State the problem
O: Open Discussion
L: List any possible solution
V: Veto unacceptable solution
E: Evaluate other solution
D: Decide and do the most acceptable and
possible one
1
2
4
Creativity (Divergent Thinking)
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• What’s next?…..
1
2
4
「解說」核對表
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Do 要
Don’t 不要
焦點是組員
焦點是教師
正面
負面
足夠空間
沒有空間
讓組員自己說話
替組員代言
具創意
因循 / 規格化
解說不斷在進行
只在階段完結時進行
安全環境
不安全環境
切合組員的能力
超過組員的能力
尊重組員的選擇分享
強迫 / 勉強組員分享
保護私穩
泄露私穩
1
2
4
Reflection:ADDICT Model
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•
•
•
•
•
•
Abuse of Reflection
Depth of Reflection
Dispositions for reflection
Incentive of Reflection
Culture of Reflection
Tool for Reflection
1
2
4
Knapp, C. E. (1992)Lasting Lessons:
A Teacher's Guide to Reflecting on
Experience, ERIC
J. H. Falk & L. D. Dieking (2002)
Learning from Museums – visitor
experiences and the making of
meaning, Altamira
C. Beard & J. P. Wilson (2002) The
Power of Experiential Learning – a
handbook for trainers & educators,
Kogern Page
J. H. Falk & L. D. Dieking (2002)
Lessons without Limit – how
free-choice learning is
transforming education, Altamira